This book celebrates two triumphs in modern psychology: the successful development and application of a solid measure of general intelligence; and the personal courage and skills of the man who made this possible - Arthur R. Jensen from Berkeley University. The volume traces the history of intelligence from the early 19th century approaches, to the most recent analyses of the hierarchical structure of cognitive abilities, and documents the transition from a hopelessly confused concept of intelligence to the development of an objective measure of psychometric g. The contributions illustrate the impressive power g has with respect to predicting educational achievement, getting an attractive job, or social stratification. The book is divided into six parts as follows: Part I presents the most recent higher-stream analysis of cognitive abilities, Part II deals with biological aspects of g, such as research on brain imaging, glucose uptake, working memory, reaction time, inspection time, and other biological correlates, and concludes with the latest findings in g-related molecular genetics. Part III addresses demographic aspects of g, such as geographic-, race-, and sex-differences, and introduces differential psychological aspects as well. Part IV concentrates on the g nexus, and relates such highly diverse topics as sociology, genius, retardation, training, education, jobs, and crime to g. Part V contains chapters critical of research on g and its genetic relationship, and also presents a rejoinder. Part VI looks at one of the greatest contemporary psychologists, Professor Emeritus Arthur R. Jensen as teacher and mentor.
Do you despair about the divisiveness, the hatred, and the lack of compassion in our social world? Are you looking for a better way to manage the complexities and demands of 21st century social life? Well, this book offers just such a way. Following the adage of Einstein, that you cannot solve problems with the mindset that created it, you are introduced to a new way of thinking and acting that opens up possibilities for a more hopeful future than the one we currently face. The new mindset presumes that we create our social worlds in communication, that our relationships with people matter deeply to the quality of our lives and that living with difference enriches us. The authors draw on the Theory of the Co-ordinated Management of Meaning for inspiration, making dense concepts and technical language more accessible so that you can use the theory. You are introduced to such notions as relational beings, self-reflexivity and storied worlds, along with what it can mean to engage in joint action, dialogue and cosmopolitan communication. By drawing on these ideas and implementing them in our everyday interpersonal communication, the authors show how changing our communication practices can bring about social and cultural change.
Jensen is a controversial figure, largely for his conclusions based on his and other research regarding the causes of race based differences in intelligence and in this book he develops more fully the argument he formulated in his controversial Harvard Education Review article 'How Much Can We Boost IQ and Scholastic Achievement?'. In a wide-ranging survey of the evidence he argues that measured IQ reveals a strong hereditary component and he argues that the system of education which assumes an almost wholly environmentalist view of the causes of group differences capitalizes on a relatively narrow category of human abilities. Since its original publication the controversy surrounding Jensen's ideas has continued as successive generations of psychologists, scientists and policy-makers have grappled with the same issues.
Jensen is a controversial figure, largely for his conclusions based on his and other research regarding the causes of race based differences in intelligence and in this book he develops more fully the argument he formulated in his controversial Harvard Education Review article ‘How Much Can We Boost IQ and Scholastic Achievement?’. In a wide-ranging survey of the evidence he argues that measured IQ reveals a strong hereditary component and he argues that the system of education which assumes an almost wholly environmentalist view of the causes of group differences capitalizes on a relatively narrow category of human abilities. Since its original publication the controversy surrounding Jensen’s ideas has continued as successive generations of psychologists, scientists and policy-makers have grappled with the same issues.
This book is for those of the general public who want to learn more about mental testing and its controversies. It presupposes no background in the specialized terminologies or mathematical underpinnings of psychometrics, statistics, or quantitative genetics that make most of the serious literature on the "IQ controversy" so inaccessible to the educated public who are not professionals in the field of mental measurement.
Sterling Silver jewelry and tableware that was sold at the Jensen store in New York City included designs by American craftsmen, especially William De Matteo and Alphonse La Paglia, in the late 1940s. This is the story of these two silversmiths' work and its impact on fancy goods of the mid-20th century period. Silver tea sets, candelabra, centerpieces, bowls, serving spoons, and womens jewelry sets were made in original designs that incorporated Danish styles for which the store was famous. Today, these are vintage items that are valuable and highly popular among collectors of fine traditional style decorative arts. Many identifying marks, catalog pages, and original advertisements are presented and discussed. Through newly found documentation, original working drawings, and careful analysis, these vintage silver items finally can be identified and appreciated for their specialty status among the finest luxury goods worldwide.
Among particular issues discussed in this book are the problems of the cultural disadvantaged, the problems of devising psychological tests which are not biased towards any particular culture, the problems of minority groups of children in education and the relationship between heritability and teachability.
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